General Education

All learning outcomes must be met for any course(s) in this category.

Students will demonstrate the ability to. . . .

1. Analyze and evaluate oral and/or written expression by listening and reading critically for elements that reflect an awareness of situation, audience, purpose, and diverse points of view.
2. Distill a primary purpose into a single, compelling statement and order and develop major points in a reasonable and convincing manner based on that purpose.
3. Develop appropriate rhetorical patterns (i.e., narration, example, process, comparison/contrast, classification, cause/effect, definition, argumentation) and other special functions (i.e., analysis or research), while demonstrating writing and/or speaking skills from process to product.
4. Understand that the writing and/or speaking processes include procedures such as planning, organizing, composing, revising, and editing.
5. Make written and/or oral presentation employing correct diction, syntax, usage, grammar, and mechanics.
6. Manage and coordinate basic information gathered from multiple sources for the purposes of problem solving and decision-making.
7. Recognize the use of evidence, analysis, and persuasive strategies, including basic distinctions among opinions, facts, and inferences.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal).

All learning outcomes must be met for any course(s) in this category.

Students will demonstrate the ability to....

1. Analyze historical facts and interpretations.
2. Analyze and compare political, geographic, economic, social, cultural, religious and intellectual institutions, structures, and processes across a range of historical periods and cultures.
3. Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture and society.
4. Draw on historical perspective to evaluate contemporary problems/issues.
   Analyze the contributions of past cultures/societies to the contemporary world.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal).

Four (4) or more learning outcomes must be met for any course(3) in this category.

Students will demonstrate the ability to....

1. Analyze significant primary texts and works of art, ancient, pre-modern, and modern, as forms of cultural and creative expression.
2. Explain the ways in which humanistic and/or artistic expression throughout the ages expresses the culture and values of its time and place.
3. Explore global/cultural diversity.
4. Frame a comparative context through which they can critically assess the ideas, forces, and values that have created the modern world.
5. Recognize the ways in which both change and continuity have affected human history.
6. Practice the critical and analytical methodologies of the Humanities and/or Fine Arts.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal).

All learning outcomes must be met for any course(s) in this category.

Students will demonstrate the ability to....

1. Build on (not replicate) the competencies gained through the study of two years of high school algebra and one year of high school geometry.
   Use mathematics to solve problems and determine if the solutions are reasonable.
2. Use mathematics to model real world behaviors and apply mathematical concepts to the solution of real-life problems.
3. Make meaningful connections between mathematics and other disciplines.
4. Use technology for mathematical reasoning and problem solving.
5. Apply mathematical and/or basic statistical reasoning to analyze data and graphs.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal).

All learning outcomes must be met by any course(s) in this category.

Students will demonstrate the ability to....

1. Conduct an experiment, collect and analyze data, and interpret results in a laboratory setting.
2. Analyze, evaluate and test a scientific hypothesis.
3. Use basic scientific language and processes, and be able to distinguish between scientific and non-scientific explanations.
4. Identify unifying principles and repeatable patterns in nature, the values of natural diversity, and apply them to problems of issues of a scientific nature.
5. Analyze and discuss the impact of scientific discovery on human thought and behavior.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal).

Four (4) or more learning outcomes must be met for any course(s) in this category.

Students will demonstrate the ability to....

1. Recognize, describe, and explain social institutions, structures, and processes and the complexities of a global culture and diverse society.
   Think critically about how individuals are influenced by political, geographic, economic, cultural, and family institutions in their own and other diverse cultures and explain how one's own belief system may differ from others.
2. Explore the relationship between the individual and society as it affects the personal behavior, social development and quality of life of the individual, the family and the community.
3. Examine the impact of behavioral and social scientific research on major contemporary issues and their disciplines' effects on individuals and society.
4. Using the most appropriate principles, methods, and technologies, perceptively and objectively gather, analyze, and present social and behavioral science research data, draw logical conclusions, and apply those conclusions to one's life and society.
5. Take ethical stands based on appropriate research in the social and behavioral sciences.
6. Analyze and communicate the values and processes that are used to formulate theories regarding the social context of individual human behavior in the social and behavioral sciences.

 

When proposing a new course for General Education credit: (1) Identify the relevant outcomes, (2) briefly explain how each will be addressed in the course, (3) attach to the course proposal (see Process for Course Proposal)